Achieving success in post-graduate studies: A qualitative exploration of staff experiences transitioning from traditional to block mode delivery in an Australian university.
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| Title: | Achieving success in post-graduate studies: A qualitative exploration of staff experiences transitioning from traditional to block mode delivery in an Australian university. |
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| Authors: | Testa, Doris1,2 (AUTHOR) Doris.Testa@vu.edu.au, Van Dyke, Nina1,2 (AUTHOR) |
| Source: | Innovations in Education & Teaching International. Feb2025, Vol. 62 Issue 1, p203-215. 13p. |
| Subject Terms: | *Learning management system, *Graduate education, *Academic achievement, Potential barrier, Units of time |
| Company/Entity: | Australia Post |
| Abstract: | Responding to student demand for flexibility in the delivery of classes as well as the potential barriers and enabling factors supporting student success, universities have introduced distinctive educational models, including replacing the standard 12-week, sequential delivery of units of study with 4- or 8-week blocks of one or two units at a time (Block Model). Most Block Model delivery and evaluation has been at the undergraduate level. The aim of this study was to investigate, via individual interviews, university staff experiences of teaching the Block Model at the postgraduate level. Staff affirmed that the Block Model resulted in high levels of engagement in teaching and learning; effective learning management systems; and up-to-date, engaging, and problem-based module design. However, staff also recognised the timetabling of units for students who were employed or had family commitments, and the cognitive burden carried by time-poor staff. [ABSTRACT FROM AUTHOR] |
| Copyright of Innovations in Education & Teaching International is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 182296582 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Achieving success in post-graduate studies: A qualitative exploration of staff experiences transitioning from traditional to block mode delivery in an Australian university. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Testa%2C+Doris%22">Testa, Doris</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<i> Doris.Testa@vu.edu.au</i><br /><searchLink fieldCode="AR" term="%22Van+Dyke%2C+Nina%22">Van Dyke, Nina</searchLink><relatesTo>1,2</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Innovations+in+Education+%26+Teaching+International%22">Innovations in Education & Teaching International</searchLink>. Feb2025, Vol. 62 Issue 1, p203-215. 13p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Learning+management+system%22">Learning management system</searchLink><br />*<searchLink fieldCode="DE" term="%22Graduate+education%22">Graduate education</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Potential+barrier%22">Potential barrier</searchLink><br /><searchLink fieldCode="DE" term="%22Units+of+time%22">Units of time</searchLink> – Name: SubjectCompany Label: Company/Entity Group: Su Data: <searchLink fieldCode="DE" term="%22Australia+Post%22">Australia Post</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Responding to student demand for flexibility in the delivery of classes as well as the potential barriers and enabling factors supporting student success, universities have introduced distinctive educational models, including replacing the standard 12-week, sequential delivery of units of study with 4- or 8-week blocks of one or two units at a time (Block Model). Most Block Model delivery and evaluation has been at the undergraduate level. The aim of this study was to investigate, via individual interviews, university staff experiences of teaching the Block Model at the postgraduate level. Staff affirmed that the Block Model resulted in high levels of engagement in teaching and learning; effective learning management systems; and up-to-date, engaging, and problem-based module design. However, staff also recognised the timetabling of units for students who were employed or had family commitments, and the cognitive burden carried by time-poor staff. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Innovations in Education & Teaching International is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=182296582 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/14703297.2024.2305943 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 203 Subjects: – SubjectFull: Learning management system Type: general – SubjectFull: Graduate education Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: Potential barrier Type: general – SubjectFull: Units of time Type: general – SubjectFull: Australia Post Type: general Titles: – TitleFull: Achieving success in post-graduate studies: A qualitative exploration of staff experiences transitioning from traditional to block mode delivery in an Australian university. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Testa, Doris – PersonEntity: Name: NameFull: Van Dyke, Nina IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Text: Feb2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 14703297 Numbering: – Type: volume Value: 62 – Type: issue Value: 1 Titles: – TitleFull: Innovations in Education & Teaching International Type: main |
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